Paper presented at Foundations of Digital Games 2015: While Erving Goffman’s work on frames has found broad adoption in game research, his sociological theory of gameplay enjoyment as “euphoric ease” has not been probed, although it is one of the few theories of gameplay enjoyment focusing what is absent in gameplay. Because spontaneous and socially demanded emotional involvement often align in gameplay, Goffman holds, it lacks the effortful self-regulation of conduct and emotion typical for everyday life. This paper presents an empirical grounding of Goffman’s theory, drawing on a qualitative interview study on social norms of emotion regulation in video game play. Data suggests that the absence of active emotional self-control may indeed be a hygiene factor of game enjoyment most strongly found in solitary gameplay, afforded by a socio-material setting licensing the display of gaming-typical emotions, and shielding form potentially disapproving onlookers.
It's the Autonomy, Stupid: Autonomy Experiences Between Playful Work and Work...Sebastian Deterding
A core tenet of traditional play theories is that play is voluntary. This view has been troubled by recent empirical phenomena of "instrumental play" and "playbour": instances where play is mandatory, has serious consequences attached or is done as gainful labour, such as goldfarming. Similarly, people are increasingly using game design elements in non-game contexts like work to make them more playful and engaging. This talk suggests that the conceptual troubles of playbour and gamification can be resolved by focusing on autonomy as a psychological state: how much autonomy people experience informs whether they understand and a label an activity as "work(-like)" or "play(ful)". Drawing on a qualitative interview study with participants engaging in instrumental play, the talk will tease out how social and material features of gaming and work situations support and thwart autonomy experience and thus, their understanding as "work" or "play."
It's the Autonomy, Stupid: Autonomy Experiences Between Playful Work and Work...Sebastian Deterding
A core tenet of traditional play theories is that play is voluntary. This view has been troubled by recent empirical phenomena of "instrumental play" and "playbour": instances where play is mandatory, has serious consequences attached or is done as gainful labour, such as goldfarming. Similarly, people are increasingly using game design elements in non-game contexts like work to make them more playful and engaging. This talk suggests that the conceptual troubles of playbour and gamification can be resolved by focusing on autonomy as a psychological state: how much autonomy people experience informs whether they understand and a label an activity as "work(-like)" or "play(ful)". Drawing on a qualitative interview study with participants engaging in instrumental play, the talk will tease out how social and material features of gaming and work situations support and thwart autonomy experience and thus, their understanding as "work" or "play."
Connecting Ethical Choices in Games to Moral FrameworksGabriel Recchia
Games have moral impact. They can make players more aware of their own values, and even change them... and not always in the ways you might expect. Using Jonathan Livingston Seagull (the board game!) and Glitch as case studies, this presentation covers three aspects of gaming that are critical for game researchers who hope to gain a more complete awareness of the effects a game is having on its players.
Players Imbuing Meaning: Co-creation of Challenges in a prototype MMOMirjam Eladhari
This talk discusses how components in a game world, from both a systemic design perspective, and from an actual content perspective, can carry meaning relevant to individual players.
The discussion is grounded in work with a massively multi player online (MMO) prototype where players in guided play-tests created their own opponents that they battled in groups of three. The opponents are called Manifestations, and can be compared to the “boss monsters” that in adventureand role-plying games pose the greatest challenges in terms of tactical game play, or battle. When creating Manifestations players define how these shall behave in play, and what they say under different circumstances. The game play mechanics in the world is centered on emotions and social relations. One of the design goals in the creation of the prototype was to cater for a system wheretactical game play can be closely tied to the potential narrative contents.
The Manifestations players created in the play tests were of four main categories; reflections of persons they had complicated relationships to in real life, difficult situations, abstract concepts, or purely fictional entities. In several cases players brought material into the game that had personal meaning to them. These meanings were developed further when players saw how their Manifestation behaved within the rule system of the world. For example, one player created a Manifestation of an anticipated exam, while another made a Manifestation called “Mother”. The Mother cast spells called “Focused Aggression” and “Cold Ripple of Fear”. It was able to perform acts called “Blame”, ”Threaten”, and “Disagree”. The group experimented with tactical choices, while reasoning about the Mother’s potential motivations. They managed to overcome the Mother by alternating between giving each other resistance and casting spells, the winning stroke being a rapid series of spells called “Forgive”.
The talk was given at ITU in Copenhagen April 24, 2012 in the Game Lecture series.
http://game.itu.dk/index.php/Game_Lectures
"Narrative Design and the Psychology of Emotions and Immersion in Games" by S...Sherry Jones
Nov. 23, 2015 - This presentation discusses various psychological theories employed in game design to induce player emotions and sense of immersion.
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
"Game Design: Creating Psychological Experiences" by Sherry Jones (Nov. 12, 2...Sherry Jones
Nov. 12, 2015 - This presentation on "Game Design: Creating Psychological Experiences," is created for the Metagame Book Club.
The Metagame Book Club is a free resource for K-12 and college educators and students interested in game-based learning, gamification, and game studies. Join today!
Metagame Book Club
http://bit.ly/metagamebookclub
"Prototyping Immersive Game Design as Interactive Fiction" by Sherry Jones (N...Sherry Jones
November 19, 2015 - This is a presentation on creating Interactive Fiction (IF) works as initial prototypes for large scale games. This presentation is created for the Metagame Book Club - Track 1 - Games & Psychology track. The presentation includes the live webcast recording.
Also featured in this video is Ross Moreno, the Leader Writer for 4th Axis Games (indie game studio).
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
How to design inner play in a study narrative? Eva Den Heijer
Workshop at the Serious Play Conference in Montreal July 10-12 2019 seriousplay-montreal.com UNIVERSITÉ DU QUÉBEC À MONTRÉAL /UNIVERSITY OF QUEBEC IN MONTREAL
Examining the Role and Journey of Women in Collaborative Core Gaming: A Compa...Flavia Stoian
Inspired by the continual transition and controversial nature of the gaming culture, this study is a comparative inquiry into the online and the tabletop gaming culture from the perspective of women gamers to find out how critical differences between the two spaces mark their experience while they practice the games they love. It is written as a comparative narrative between online and tabletop data collected from Dungeons & Dragons and World of Warcraft. Both games are part of overlapping genres, have similar mechanics, and the player base have common characteristics. The thesis is structured in two sections. The first section reviews the literature necessary to scaffold the research approach. The second section is a three-fold, ethnographic exploration of the Dungeons & Dragons and World of Warcraft gaming spaces, from the perspective of women gamers.
The Psychology of the Player & Game Character Design and Representation by Sh...Sherry Jones
Dec. 6, 2015 - This presentation explores many psychological theories that can help us understand how players think, and how game characters should be designed.
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
This is the slides from a two day Autism Conference with Tony Attwood and Michelle Garnett in Denmark. The conference was hosted by Psychological Resource Centre.
Connecting Ethical Choices in Games to Moral FrameworksGabriel Recchia
Games have moral impact. They can make players more aware of their own values, and even change them... and not always in the ways you might expect. Using Jonathan Livingston Seagull (the board game!) and Glitch as case studies, this presentation covers three aspects of gaming that are critical for game researchers who hope to gain a more complete awareness of the effects a game is having on its players.
Players Imbuing Meaning: Co-creation of Challenges in a prototype MMOMirjam Eladhari
This talk discusses how components in a game world, from both a systemic design perspective, and from an actual content perspective, can carry meaning relevant to individual players.
The discussion is grounded in work with a massively multi player online (MMO) prototype where players in guided play-tests created their own opponents that they battled in groups of three. The opponents are called Manifestations, and can be compared to the “boss monsters” that in adventureand role-plying games pose the greatest challenges in terms of tactical game play, or battle. When creating Manifestations players define how these shall behave in play, and what they say under different circumstances. The game play mechanics in the world is centered on emotions and social relations. One of the design goals in the creation of the prototype was to cater for a system wheretactical game play can be closely tied to the potential narrative contents.
The Manifestations players created in the play tests were of four main categories; reflections of persons they had complicated relationships to in real life, difficult situations, abstract concepts, or purely fictional entities. In several cases players brought material into the game that had personal meaning to them. These meanings were developed further when players saw how their Manifestation behaved within the rule system of the world. For example, one player created a Manifestation of an anticipated exam, while another made a Manifestation called “Mother”. The Mother cast spells called “Focused Aggression” and “Cold Ripple of Fear”. It was able to perform acts called “Blame”, ”Threaten”, and “Disagree”. The group experimented with tactical choices, while reasoning about the Mother’s potential motivations. They managed to overcome the Mother by alternating between giving each other resistance and casting spells, the winning stroke being a rapid series of spells called “Forgive”.
The talk was given at ITU in Copenhagen April 24, 2012 in the Game Lecture series.
http://game.itu.dk/index.php/Game_Lectures
"Narrative Design and the Psychology of Emotions and Immersion in Games" by S...Sherry Jones
Nov. 23, 2015 - This presentation discusses various psychological theories employed in game design to induce player emotions and sense of immersion.
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
"Game Design: Creating Psychological Experiences" by Sherry Jones (Nov. 12, 2...Sherry Jones
Nov. 12, 2015 - This presentation on "Game Design: Creating Psychological Experiences," is created for the Metagame Book Club.
The Metagame Book Club is a free resource for K-12 and college educators and students interested in game-based learning, gamification, and game studies. Join today!
Metagame Book Club
http://bit.ly/metagamebookclub
"Prototyping Immersive Game Design as Interactive Fiction" by Sherry Jones (N...Sherry Jones
November 19, 2015 - This is a presentation on creating Interactive Fiction (IF) works as initial prototypes for large scale games. This presentation is created for the Metagame Book Club - Track 1 - Games & Psychology track. The presentation includes the live webcast recording.
Also featured in this video is Ross Moreno, the Leader Writer for 4th Axis Games (indie game studio).
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
How to design inner play in a study narrative? Eva Den Heijer
Workshop at the Serious Play Conference in Montreal July 10-12 2019 seriousplay-montreal.com UNIVERSITÉ DU QUÉBEC À MONTRÉAL /UNIVERSITY OF QUEBEC IN MONTREAL
Examining the Role and Journey of Women in Collaborative Core Gaming: A Compa...Flavia Stoian
Inspired by the continual transition and controversial nature of the gaming culture, this study is a comparative inquiry into the online and the tabletop gaming culture from the perspective of women gamers to find out how critical differences between the two spaces mark their experience while they practice the games they love. It is written as a comparative narrative between online and tabletop data collected from Dungeons & Dragons and World of Warcraft. Both games are part of overlapping genres, have similar mechanics, and the player base have common characteristics. The thesis is structured in two sections. The first section reviews the literature necessary to scaffold the research approach. The second section is a three-fold, ethnographic exploration of the Dungeons & Dragons and World of Warcraft gaming spaces, from the perspective of women gamers.
The Psychology of the Player & Game Character Design and Representation by Sh...Sherry Jones
Dec. 6, 2015 - This presentation explores many psychological theories that can help us understand how players think, and how game characters should be designed.
The Metagame Book Club is a K-12 and College professional development institution that offers free webinars, discussions, live chats, and other interactive activities on the topics of game-based learning, game studies, gamification, and games in general.
Interested in joining us? Visit our website here:
The Metagame Book Club
http://bit.ly/metagamebookclub
This is the slides from a two day Autism Conference with Tony Attwood and Michelle Garnett in Denmark. The conference was hosted by Psychological Resource Centre.
PSA: DO YOU KNOW? this is a PSA designed to target the needs of Autistics during a Crisis situation. It is meant to address the NEED for More training for Emergency Responders, so they will know How to respond to a Crisis situation involving an Autistic person.
Learn how to implement Sensory Play & Art at your public library. Presented by Marie Plug & Deborah Takahashi at the 2016 California Library Association Conference in Sacramento, CA.
Our always-on culture places a premium on productivity; we spare less and less time for pursuits that don’t have specific goals attached. The paradox is that to compete successfully, we need to embrace play. So increasingly, adults will seek to balance out their busy lives with more unstructured time.
Introduction to Emotions and Moods in Organizational BehaviorRoger Rochar
This presentation is based on Robbins and Judge's book on Organizational Behavior. Chapter 4: Emotions and Moods is thoroughly discussed in the book and the first part is adopted for this presentation done as a requirement in the study of Human Behavior in Organization for the Doctor of Philosophy in Educational Leadership program of the University of St. La Salle, Bacolod City
A Course in Empathy, Finding Wisdom:Verbalizing Your Inner Dialogue, Self-Healing Questionnaire, Creative Solution Development, Your Spirituality Score, Counseling for Depression
Respond to this two person with at least two paragraphs each. Start mickietanger
Respond to this two person with at least two paragraphs each. Start by addressing the person.
Jamal
Emotional Intelligence is the capacity to be aware of, control, and express ones emotions, and to handle interpersonal relationships judiciously and empathetically. Emotional Intelligence is a very important tool that I believe everyone needs in order to be successful. Lots of times we see celebrities on T.V. breaking down and falling apart right in front of our eyes because they cannot control their emotions. Knowing yourself and how you work, adapt, and teach can help you conquer emotional intelligence, because you already have that structural foundation needed.
Regarding the video provided above, Emotional Intelligence: How Good Leaders Become Great, Mitchel Adler speaks directly into his audience about Emotional Intelligence. People who acquire emotional intelligence are able to know what they're feeling. Emotion Intelligence is sometimes to be received by others and sometimes yourself. This means that constructive criticism given to you by others, is mostly tough for folks. A lot of different things go into emotional intelligence such as thoughts, feelings, composure, language, body language, your heart rate and more. Mitchel goes on to speak about the human brain and how we as humans have the "Need to know Everything" mentality. When we don't know everything we tend to make up stories to help us cope with the unknown. Understanding perception is huge because it effects how we make our choices.
Scott Lefor
Adler (2014) defines “emotional intelligence” as “the ability to make healthy choices based on accurately identifying, understanding, and managing your own feelings and those of others.” While in seminary several years ago, I was surprised to discover the concept of “emotional intelligence” to be ubiquitous: it was listed as an essential component of everything from one’s own spiritual life to parish leadership. It is not surprising to me, then, that Northhouse (2020) asserts that “people who are more sensitive to their emotions and the impact of their emotions on others will be leaders who are more effective” (p. 29). Emotional intelligence is not a private reality impacting only one’s hidden emotions, but rather an integration of thought and affect that spills over into one’s interactions with others.
In order to assist his audience in growing in emotional intelligence, Adler (2014) asks us to consider three questions: what activates particular emotions within me, how do these emotions manifest themselves, and how do I behave in response? His questions reminded me of a common practice in philosophy called “bracketing.” In order to understand some aspect of human experience, a philosopher “brackets” a personal experience, steps back, and looks at it as if from outside. (For instance, someone who is reminded of their childhood home after seeing a picture of it might step back and ask how a simple image could activate a color ...
Respond to this two person with at least two paragraphs each. Start .docxcwilliam4
Respond to this two person with at least two paragraphs each. Start by addressing the person.
Jamal
Emotional Intelligence is the capacity to be aware of, control, and express ones emotions, and to handle interpersonal relationships judiciously and empathetically. Emotional Intelligence is a very important tool that I believe everyone needs in order to be successful. Lots of times we see celebrities on T.V. breaking down and falling apart right in front of our eyes because they cannot control their emotions. Knowing yourself and how you work, adapt, and teach can help you conquer emotional intelligence, because you already have that structural foundation needed.
Regarding the video provided above, Emotional Intelligence: How Good Leaders Become Great, Mitchel Adler speaks directly into his audience about Emotional Intelligence. People who acquire emotional intelligence are able to know what they're feeling. Emotion Intelligence is sometimes to be received by others and sometimes yourself. This means that constructive criticism given to you by others, is mostly tough for folks. A lot of different things go into emotional intelligence such as thoughts, feelings, composure, language, body language, your heart rate and more. Mitchel goes on to speak about the human brain and how we as humans have the "Need to know Everything" mentality. When we don't know everything we tend to make up stories to help us cope with the unknown. Understanding perception is huge because it effects how we make our choices.
Scott Lefor
Adler (2014) defines “emotional intelligence” as “the ability to make healthy choices based on accurately identifying, understanding, and managing your own feelings and those of others.” While in seminary several years ago, I was surprised to discover the concept of “emotional intelligence” to be ubiquitous: it was listed as an essential component of everything from one’s own spiritual life to parish leadership. It is not surprising to me, then, that Northhouse (2020) asserts that “people who are more sensitive to their emotions and the impact of their emotions on others will be leaders who are more effective” (p. 29). Emotional intelligence is not a private reality impacting only one’s hidden emotions, but rather an integration of thought and affect that spills over into one’s interactions with others.
In order to assist his audience in growing in emotional intelligence, Adler (2014) asks us to consider three questions: what activates particular emotions within me, how do these emotions manifest themselves, and how do I behave in response? His questions reminded me of a common practice in philosophy called “bracketing.” In order to understand some aspect of human experience, a philosopher “brackets” a personal experience, steps back, and looks at it as if from outside. (For instance, someone who is reminded of their childhood home after seeing a picture of it might step back and ask how a simple image could activate a color.
"Everything I need to know I learnt from World of Warcraft": why we might nee...Martin Oliver
Ascilite 2010 keynote
"Everything I need to know I learnt from World of Warcraft": why we might need to start asking better questions about games, simulations and virtual worlds
Like many areas of educational technology research, a lot of the work that focuses on games, simulations and virtual worlds consists of case studies that demonstrate proof of concept, enthusiastic position pieces or success stories. All of this is important: we need to know what sort of things we can use these technologies to do, so as to build a broader repertoire of teaching practices. However, this kind of focus neglects a range of other questions and issues that may prove more important in the longer term.
For example, educational research about games typically emphasises the way that playing motivates players; it ignores how successful games (such as massively multiplayer online games) often feel like work, and it also glosses over the way that bringing a game inside the curriculum changes the way that 'players' relate to it. There are also inconsistencies in the way games are thought about: the idea that they cause violence is often criticised as over-simplistic, yet the idea that they cause learning isn't. In virtual worlds, opportunities to create new identities is widespread, but questions about how this relates to our embodied relationships are rarely asked. In simulations, 'realism' is celebrated - but this means that simulations will always be second best to actual experiences, and it ignores how groups can disagree about whether something is realistic or not. Across this work, the complexity of learning and teaching seems hidden by the desire to promote the value of these technologies.
This talk will offer some examples of work that, in small ways, try to engage with these kinds of issue. Different priorities will be suggested, which invite a new kind of engagement with research and practice in this area.
Gamification in health behaviour change produces muddled results. Why? Because game design elements, behaviour change techniques, etc. are too decontextualised and underspecified to guide design implementation. Talk at the CBC 2018 conference "Behaviour Change for Health: Digital & Beyond", February 21, 2018, London.
City Games: Up and Down and Sideways on the Ladder of AbstractionSebastian Deterding
Like games and everyday life, games and cities have been intersecting in two primary ways: modelling the city in an abstract view from above, with planning games and urban simulations, and transforming people's everyday urban experiences and behaviors with playful interventions on the ground. Neither one, this talk argues, has been particularly successful in creating lasting improvements in citizen's well being. To accomplish this, we need to take game design seriously and look sideways at the messy middle between map and territory, the processes in which one is translated into the other (or not). My keynote at ISAGA 2017 in Delft, NL, July 10, 2017.
Experience design is not about shiny new digital technology - apps, touch screens, games, beacons, the works. It is a different perspective on exhibition and museum design, and a different process as a result. My talk at the Museum Association's 2017 Moving on Up event in Edinburg, February 28, 2017.
The Great Escape from the Prison House of Language: Games, Production Studies...Sebastian Deterding
My talk at the DiGRA/FDG 2016 "Why production studies? Why now?" panel, asking how production studies can answer to basic cultural and hermeneutic questions.
Progress Wars: Idle Games and the Demarcation of "Real Games"Sebastian Deterding
My talk from DiGRA FDG 2016: Analyzing idle games through the theoretical lenses of “game aesthetics” and “boundary work”, I explore how game makers intentionally or unintentionally partake in working the boundaries of “real” games.
Desperately Seeking Theory: Gamification, Theory, and the Promise of a Data/A...Sebastian Deterding
Gamification promises a new, data-driven take at a science of design: establishing what design features cause what psychological and behavioural effects. But to realise this promise, it needs theory.
Are play and work opposites? In this invited keynote at the Control Systems 2016 conference in Stockholm, I argue that we hold three common misconceptions about work, play, and motivation that have us misjudge how work may be made more playful.
The Lens of Intrinsic Skill Atoms: A Method for Gameful DesignSebastian Deterding
Presentation at CHI 2016. The idea that game design can inspire the design of motivating, enjoyable interactive systems has a long history in human-computer interaction. It currently experiences a renaissance as gameful design, often implemented through gamification, the use of game design elements in nongame contexts. Yet there is little research-based guidance on designing gameful systems. This article therefore reviews existing methods and identifies challenges and requirements for gameful design. It introduces a gameful design method that uses skill atoms and design lenses to identify challenges inherent in a user’s goal pursuit and restructure them to afford gameplay-characteristic motivating, enjoyable experiences.
At least since the first new economy, playful design has invaded the working world. Today, the offices of startups, digital agencies, and web companies like Google often look more like playgrounds than work spaces. According to a recent survey in the UK, 80% of managers believe that playful office spaces can motivate employees. On closer look, however, their playfulness often bottoms out in bright colors, round shapes -- and the proverbial slide. This talk asks what it might mean to make work environments truly playful, what effects it has on well-being -- and whether we can make people play. Presentation given at Stanford University mediaX, May 10, 2016.
Dive into the innovative world of smart garages with our insightful presentation, "Exploring the Future of Smart Garages." This comprehensive guide covers the latest advancements in garage technology, including automated systems, smart security features, energy efficiency solutions, and seamless integration with smart home ecosystems. Learn how these technologies are transforming traditional garages into high-tech, efficient spaces that enhance convenience, safety, and sustainability.
Ideal for homeowners, tech enthusiasts, and industry professionals, this presentation provides valuable insights into the trends, benefits, and future developments in smart garage technology. Stay ahead of the curve with our expert analysis and practical tips on implementing smart garage solutions.
Hello everyone! I am thrilled to present my latest portfolio on LinkedIn, marking the culmination of my architectural journey thus far. Over the span of five years, I've been fortunate to acquire a wealth of knowledge under the guidance of esteemed professors and industry mentors. From rigorous academic pursuits to practical engagements, each experience has contributed to my growth and refinement as an architecture student. This portfolio not only showcases my projects but also underscores my attention to detail and to innovative architecture as a profession.
You could be a professional graphic designer and still make mistakes. There is always the possibility of human error. On the other hand if you’re not a designer, the chances of making some common graphic design mistakes are even higher. Because you don’t know what you don’t know. That’s where this blog comes in. To make your job easier and help you create better designs, we have put together a list of common graphic design mistakes that you need to avoid.
White wonder, Work developed by Eva TschoppMansi Shah
White Wonder by Eva Tschopp
A tale about our culture around the use of fertilizers and pesticides visiting small farms around Ahmedabad in Matar and Shilaj.
Can AI do good? at 'offtheCanvas' India HCI preludeAlan Dix
Invited talk at 'offtheCanvas' IndiaHCI prelude, 29th June 2024.
https://www.alandix.com/academic/talks/offtheCanvas-IndiaHCI2024/
The world is being changed fundamentally by AI and we are constantly faced with newspaper headlines about its harmful effects. However, there is also the potential to both ameliorate theses harms and use the new abilities of AI to transform society for the good. Can you make the difference?
Can AI do good? at 'offtheCanvas' India HCI prelude
Joys of Absence: Emotion, Emotion Display, and Interaction Tension in Video Game Play
1. joys of
absenceemotion, emotion display,
and interaction tension
in video game play
Sebastian Deterding
PlaIT Lab, Northeastern University
FDG 2015, June 23, 2015
c b
14. Interaction tension
• For any type of social encounter, there are norms how to get
involved in what
• Usually, spontaneous desired involvement and socially
demanded misalign, resulting in “dysphoric tension”: unease,
alienation, self-repression, awkwardness
• When spontaneous and demanded involvement align, we
experience “euphoric ease”
Goffman, 1953, 1961: 41-45
15. A core aspect: emotion & its display
Hochschild, 1979; von Scheve, 2012
16. erving goffman
fun in games (1961: 23)
»Participants will hold in check certain
psychological states and attitudes, for,
after all, the very general rule that one
enter into the prevailing mood in the
encounter carries the understanding that
contradictory feelings will be held in
abeyance.«
17. erving goffman
fun in games (1961: 45)
»In gaming encounters, euphoric
interaction is relatively often
achieved: gaming is often fun.«
21. research questions
1. What norms of emotion regulation exist for
leisurely video game play – if any?
2. Does the fit of spontaneously arising and socially
demanded emotion (display) lead to experiences of
“euphoric ease”? How?
22. Method & data
• Re-analysis of existing data set1
• Purposive sampling of interviewees gaming leisurely &
instrumentally: journalism, design, research, e-sport (n=19)
• Semi-structured interviews, 90-120 min. each
• Interviewees invited to report »typical« flow of events,
report norm (breaches), compare contexts
• Transcription of all interviews
• Coding and analysis w/ MAXQDA following directed
qualitative content analysis2
1 Deterding, 2014; 2 Hsieh & Shannon 2005, Gläser & Laudel 2011
26. “Anger, aggression when you’re playing video games together with,
(2s) via network, via Internet, (3s) those are all things ac- companying
gameplay, that are often also playful. (...) Nothing that is wrong or so.”
Interviewer: “Any situation, where you, when you say frustration or
aggression, do you remember a situation where someone took that the
wrong way?”
Player: “*No*, no, no. That’s with the people with whom I’ve played
up to now, so that they (3s) take that in a way, that it shows me, they
see that similarly. Evaluate that in the same way, are apparently (2s)
socialized similarly, know that that’s part of gaming and not meant in
a malign manner, is even part of the whole.” (P4/600-608)
otherwise “inappropriate” emotions are ok
27. “Yes, so in a group game, in a group game it is expected that
you show elation when you have achieved something,
somehow. That is, you should show that then. (3s) You
should certainly also be appropriately frustrated when
something doesn’t work, and not say: <<Ahh, who cares.>>
And then, not in online games, but in group situations like
with the Kinect, there it’s certainly also the case that you
should appropriately be happy for somebody else, if
somebody made a new high score, because that’s certainly
socially, like, desired.” (P2/260)
“appropriate” emotions are demanded
28. “Well, it’s simply distracting. So although,
well, I am somehow in flow, in quotation
marks, and immersed and in there, so I still
catch myself as I am then still somehow, as
I::: can’t focus one the game one hundred
percent” (P10/403)
dysphoric tension is common in shared encounters
29. “No, you are a sore loser if you, if you burden the others
with your own frustration. That means, when you vent
your anger and, and, and you’re in a sour mood and that
becomes a burden for the others.” (P17/444)
“For example, we had, let’s say, when a player from my
team, what also happened, for instance had just broken
up with his girlfriend. Then you’re a little down, or you’re
angry. And then, for instance, you should, when you
notice that, shouldn’t taunt him on top of that.” (P15/327)
function: regard to the others’ enjoyment & Self
30. “If somebody, who sees that differently, and for that person it’s
extremely important, and he says: <<That is *me* who has ad-
vanced here>>, then that’s something I don’t understand. If he
also signals happiness and says: <<Great.>> And for me it
doesn’t have just the appearance anymore, or just the: <<I had a
success in the game and I’m proud that I achieved a certain point
in the game, that is part of the game and I made another level.>>
No, if the other says: <<I grew *myself* as a person>>, because
he achieved something in the game. And this mixing, if I hear real
floodings of emotion or something like that, that really isn’t
necessary.” (P4/484)
function: “disinvolved involvement” signals adult self
32. “So if I feel unobserved, in my private
rooms, then I can show any emotion,
because there would be nothing
inappropriate in doing so, because I
wouldn’t offend anyone with it. At most I
would offend myself ((laughs)).” (P9/225)
no regulation in solitary/anonymous gaming
33. “Freedom I would also say, certainly in the private
context, because there I can simply show all
emotions that I develop when I play this game. And
that I of course don’t have when I’m sitting in the
office. That’s not a feeling of freedom. I would say,
if I had the opportunity to play Battlefield in the
office, I would enjoy it less because I then don’t
have this feeling of freedom.” (P9/309)
euphoric ease is hygiene factor, only consciously
present in solitary gaming
35. Interviewer: “If you play a mobile game, is there, in
comparison to playing at home alone in front of the console,
is there a difference in what emotions you can or are allowed
to express?”
Player: “Since I am then mostly in a public surrounding, loud
screaming or throwing that thing in the corner are not an
option. Although you would really want to do it, you have to
restrain yourself a bit there and, let’s put it this way, appear a
bit more suited for public.” (P7/ 269-271)
private home serves as awareness shield from
potentially disapproving others
37. findings
• Rich norms of emotion regulation in shared video game
play: show appropriate & inhibit inappropriate emotion to
support other’s enjoyment; display adult disinvolved
involvement
• Euphoric ease is a hygiene factor, becomes a figure of
positive experience only in solitary play
• The unobserved solitariness of solitary play is an important
factor for game enjoyment
• Material spaces are an important context factor for
unobserved solitary play
38. limitations
• Small, cultural homogenous sample
• Qualitative, theory-generating not theory-testing
• Data re-analysis: theoretical saturation was reached for
other, broader research focus
39. connections
• Mood management theory (MMT): attentive absorption
through media intervenes in negative rumination
• Flow theory (FT): Mind gravitates to disorder and worry;
well-structured activity order mind and absorbs attention,
blocking worry = flow
• MMT, FT, interaction tension agree that engrossment ->
absence of negative experience = enjoyment
• Interaction tension adds that engrossment is function of
relation between player and object and social context
(1) Whitaker, Velez & Knobloch-Westerwick, 2012; (2) Csikszentmihalyi 1990
40. future work
• Quantitative testing: Are findings reliable, generalisable?
• Psychological explanation: Why is interaction tension
unenjoyable?
• Cognitive dissonance?1
• Goal conflict?2
• Attention switching?
• Autonomous/controlled motivation?3
• Other social processes involved in game enjoyment
• Other hygiene factors/absent negatives in game enjoyment
(1) Festinger, 1962; (2) Webb & Sheeran, 2005; (3) Deci & Ryan, 2012